This is a collecton of British websites connected to early learning mathematics. Some of the sites are applicable to U.S....
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This is a collecton of British websites connected to early learning mathematics. Some of the sites are applicable to U.S. classrooms, others are related to British money. Some of the sites that are particularly strong are the Wash Line for sequencing, Teachers' Toolkit, Hundreds Square and Number Balance.

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This is a comprehensive site designed to help teachers and parents support children in their mathematics learning. The site...
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This is a comprehensive site designed to help teachers and parents support children in their mathematics learning. The site is full of well-thought-out games that encourage children to practice arithmetic. One of the highlights is Kakooma, a game that challenges both children and adults. It can be played with addition, multiplication and negative numbers.Some of the site is free. Subscriptions are currently under $30 for a year, and site licenses for schools are available. In addition, discounts are offered periodically.

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This is the English counterpart of the Dutch RekenWeb. It started in August 2000. The goal of the Rekennet project (mathnet)...
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This is the English counterpart of the Dutch RekenWeb. It started in August 2000. The goal of the Rekennet project (mathnet) is to support primary school teachers in their task to teach realistic mathematics. The rekenweb also contains an ever increasing number of computer games for children, printable activity sheets for teachers to use in classroom, practical suggestions etc. The content of the rekennet is based on the suggestions of the teachers. Thus the rekennet creates many opportunities to reach teachers and to provide them with useful ideas and materials for their daily lesson.

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Presentation on MERLOTThe screenshots with the notes are part of the companion guide for the presentation. You will find...
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Presentation on MERLOTThe screenshots with the notes are part of the companion guide for the presentation. You will find the link to the actual webinar here: https://connect.umms.med.umich.edu/p8fs4h37udf/

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In the last decade in particular, the promotion, sharing and use of open educational resources (OER) have been growing...
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In the last decade in particular, the promotion, sharing and use of open educational resources (OER) have been growing exponentially. However, as with any new phenomenon or paradigm, our knowledge of OER’s ramifications and achievements to date necessarily lags behind actual developments.The concept of OER has multifaceted dimensions and implications. For educational institutions, the dimensions are legal, managerial, financial, technical, technological and pedagogical; for practising educators, at stake are ways of teaching that are normative, together with a sense of identity that is both personal and professional. It would be astonishing if research, which by its very nature must be clearly focussed, were able to keep abreast of all such aspects of OER.Although OER activities are taking place globally, most large and well funded projects have been in North America and Europe. As a result, little is known about important questions such as how the more acute levels of resource constraint typical of developing countries impact on demand for OER and on their reuse. The case studies and reflections in this book cover OER practice and policy in a diverse range of contexts, with a strong focus on events in developing countries. However, the focus on experiences from the developing world is not exclusive, as valuable “generic lessons” applicable also to developing countries can be drawn from research in the more developed countries.The world in which the academy and higher education operate has transformed dramatically. How do institutions, in both developed and developing countries, reposition themselves meaningfully within the new information-rich world in which information is accessible as never before? How can organisations such as UNESCO and the Commonwealth of Learning foster governmental support for OER internationally? How might proponents of OER garner greater governmental, institutional and educator “buy-in” to the principles of open educational practices, and to the policies and programs necessary to realise and sustain OER?

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Higher education has experienced phenomenal growth in all parts of Asia over the last two decades — from the Korean peninsula...
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Higher education has experienced phenomenal growth in all parts of Asia over the last two decades — from the Korean peninsula in the east to the western borders of Central Asia. This expansion, coupled with a diversity of delivery and technology options, has meant that more and more young Asians are experiencing tertiary education within their own countries. In South, South East and Far East Asia especially, universities, polytechnics, colleges and training institutes with a variety of forms, structures, academic programmes and funding provisions have been on an almost linear upward progression.Notwithstanding this massive expansion, equitable access is still a challenge for Asian countries. There is also concern that expansion will erode quality. The use of digital resources is seen as one way of addressing the dual challenges of quality and equity. Open educational resources (OER), free of licensing encumbrances, hold the promise of equitable access to knowledge and learning. However, the full potential of OER is only realisable with greater knowledge about OER, skills to effectively use them and policy provisions to support their establishment in Asian higher education.This book, the result of an OER Asia research project hosted and implemented by the Wawasan Open University in Malaysia, with support from Canada’s International Development Research Centre, brings together ten country reports and ten case studies on OER in the Asian region that highlight typical situations in each context. China, Hong Kong, India, Indonesia, Japan, Korea, Malaysia, Pakistan, the Philippines and Vietnam all receive extensive treatment, as do the multi-regional initiatives of the Virtual Academy for the Semi-Arid Tropics.While interest in and the production, distribution and use of OER are still very much in the early stages of development in most parts of Asia, OER’s potential value to improve the quality of curriculum, content and instruction, facilitate academic collaboration and enhance equitable access to knowledge resources cannot be overstated.

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